由一阶逻辑公式得到命题逻辑可满足性问题实例

命题逻辑可满足性(SAT)问题是计算机科学中的一个重要问题.近年来许多学者在这方面进行了大量的研究,提出了不少有效的算法.但是,很多实际问题如果用一组一阶逻辑公式来描述,往往更为自然.当解释的论域是一个固定大小的有限集合时,一阶逻辑公式的可满足性问题可以等价地归约为 SAT 问题.为了利用现有的高效 SAT工具,提出了一种从一阶逻辑公式生成 SAT 问题实例的算法,并描述了一个自动的转换工具,给出了相应的实验结果.还讨论了通过增加公式来消除同构从而减小搜索空间的一些方法.实验表明,这一算法是有效的,可以用来解决数学研究和实际应用中的许多问题.

Exploring first-year academic achievement through structural equation modelling

The purpose of this research was to develop and test a multicausal model of the individual characteristics associated with academic success in first-year Australian university students. This model comprised the constructs of: previous academic performance, achievement motivation, self-regulatory learning strategies, and personality traits, with end-of-semester grades the dependent variable of interest. The study involved the distribution of a questionnaire, which assessed motivation, self-regulatory learning strategies and personality traits, to 1193 students at the start of their first year at university. Students' academic records were accessed at the end of their first year of study to ascertain their first and second semester grades. This study established that previous high academic performance, use of self-regulatory learning strategies, and being introverted and agreeable, were indicators of academic success in the first semester of university study. Achievement motivation and the personality trait of conscientiousness were indirectly related to first semester grades, through the influence they had on the students' use of self-regulatory learning strategies. First semester grades were predictive of second semester grades. This research provides valuable information for both educators and students about the factors intrinsic to the individual that are associated with successful performance in the first year at university.

Engaging Students in the Implementation of Criterion Referenced Assessment in First Year Law

The Queensland University of Technology (QUT) University Academic Board approved a new QUT Assessment Policy in September 2003, which requires a criterion-referenced approach as opposed to a norm-referenced approach to assessment across the university(QUT,MOPP,2003). In 2004, the QUT Law School embarked upon a process of awareness raising about criterion-referenced assessment amongst staff and from 2004 – 2005 staggered the implementation of criterion-referenced assessment in all first year core undergraduate law units. This paper will briefly discuss the benefits and potential pitfalls of criterion referenced assessment and the context for implementing it in the first year law program, report on student’s feedback on the introduction of criterion referenced assessment and the strategies adopted in 2005 to engage students more fully in criterion referenced assessment processes to enhance their learning outcomes.